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Exploring teachers’ interpretation of the curriculum on Faraday's law in relation to their PCK
Dissertation (MEd (Science, Mathematics and Technology Education))--University of Pretoria, 2021.
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| Format: | Thesis |
| Language: | English |
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University of Pretoria
2022
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| _version_ | 1867613499465662464 |
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| access_status_str | Open Access |
| author2 | Mazibe, Ernest |
| author_browse | Mazibe, Ernest |
| author_facet | Mazibe, Ernest |
| collection | Thesis |
| dc_rights_str_mv | © 2019 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. |
| description | Dissertation (MEd (Science, Mathematics and Technology Education))--University of Pretoria, 2021. |
| format | Thesis |
| id | oai:repository.up.ac.za:2263/83141 |
| institution | University of Pretoria (South Africa) |
| language | English |
| last_indexed | 2026-06-10T12:37:07.296Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UPSpace — University of Pretoria Institutional Repository |
| publishDate | 2022 |
| publishDateRange | 2022 |
| publishDateSort | 2022 |
| publisher | University of Pretoria |
| publisherStr | University of Pretoria |
| record_format | dspace |
| source_str | UPSpace — University of Pretoria Institutional Repository |
| spelling | oai:repository.up.ac.za:2263/83141 Exploring teachers’ interpretation of the curriculum on Faraday's law in relation to their PCK Mazibe, Ernest Mazibe, Ernest jaym16@gmail.com Gaigher, Estelle Gaigher, Estelle Mitchell, Jared UCTD Topic-Specific Pedagogical Content Knowledge Reported PCK Curriculum interpretation Faraday’s law Content Representations Education theses SDG-04 Dissertation (MEd (Science, Mathematics and Technology Education))--University of Pretoria, 2021. The aim of this study was to understand how teachers’ Pedagogical Content Knowledge (PCK) recorded through non-observational means is related to their interpretation of the South African curriculum in Faraday’s law. Curriculum enactment by the teachers during the teaching of their lessons was used as an indication of their curriculum interpretation. Four Grade 11 teachers from schools in the Tshwane municipality were chosen through purposive and convenience sampling as participants for this study. The data reflecting teachers’ PCK about Faraday’s law (reported PCK) was captured with the use of Content Representations (CoRes) and pre-interviews. From the assumption that teachers’ interpretation of the curriculum is reflected in their lesson presentations, data collected from lesson observations and post-interviews was compared to the information contained in the curriculum to determine how teachers’ presentation of lessons on Faraday’s law aligned to the curriculum, or deviated from it. The Topic-Specific Pedagogical Content Knowledge (TSPCK) model was used as the conceptual framework of this study that guided the characterisation of the teachers’ reported PCK about Faraday’s law in terms of five components, namely: curricular saliency, what is difficult to teach, learners’ prior knowledge and misconceptions, representations, and conceptual teaching strategies. Teachers were assigned a competency level based on their knowledge within each of these components using a rubric. The teachers’ interpretations of the curriculum were then compared to their reported PCK. The analysis specifically looked at whether teachers presented their lessons in a similar way to the curriculum or adapted or extended it for promoting conceptual understanding, and whether this related to their level of competence in a particular component of PCK. The results of this study showed that teachers’ interpretation of the curriculum, in terms of what is stated in it and whether it requires extensions in order to aid conceptual understanding, was predominantly attributed to their level of competence within a particular component of PCK. Examples included adapting the sequencing of concepts in the curriculum and extending it by using representations that are not alluded to in it. However, there were also a few instances where teachers’ interpretation of the curriculum did not align with their level of reported PCK about Faraday’s law. Based on these findings, recommendations were made for the curriculum to be expanded to viii include information that would further inform teachers’ PCK of Faraday’s law as the teachers of this study mostly interpreted the curriculum at face value. Pre-service teacher training should also place emphasis on developing teachers’ ability to interpret and analyse the curriculum in terms of the components of TSPCK so that they are able to recognise shortcomings which require adaptions or extensions in order to design conceptually effective lessons. bs2026 Science, Mathematics and Technology Education MEd (Science, Mathematics and Technology Education) Unrestricted SDG-04: Quality education 2022-01-11T07:29:01Z 2022-01-11T07:29:01Z 2022-04-15 2021 Dissertation * A2022 http://hdl.handle.net/2263/83141 en © 2019 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. application/pdf University of Pretoria |
| spellingShingle | UCTD Topic-Specific Pedagogical Content Knowledge Reported PCK Curriculum interpretation Faraday’s law Content Representations Education theses SDG-04 Exploring teachers’ interpretation of the curriculum on Faraday's law in relation to their PCK |
| title | Exploring teachers’ interpretation of the curriculum on Faraday's law in relation to their PCK |
| title_full | Exploring teachers’ interpretation of the curriculum on Faraday's law in relation to their PCK |
| title_fullStr | Exploring teachers’ interpretation of the curriculum on Faraday's law in relation to their PCK |
| title_full_unstemmed | Exploring teachers’ interpretation of the curriculum on Faraday's law in relation to their PCK |
| title_short | Exploring teachers’ interpretation of the curriculum on Faraday's law in relation to their PCK |
| title_sort | exploring teachers interpretation of the curriculum on faraday s law in relation to their pck |
| topic | UCTD Topic-Specific Pedagogical Content Knowledge Reported PCK Curriculum interpretation Faraday’s law Content Representations Education theses SDG-04 |
| url | http://hdl.handle.net/2263/83141 |